Dimensional Analysis Lab free essay sample

In this Lab the students were required to do several tests and measurements and then convert these units into other units. There were five tests in all. The first test was measuring the average of three broad jumps in centimeters then find out how many jumps it would take to travel one mile. The second test involved measuring a candy bar (for my group we used a snickers bar) then finding out how many snickers bars end to end it would take to wrap around the equator of the earth. For the third measurement we had to find out how many tootsie rolls were equivalent to a five pound tootsie roll.For the next test we had to find how long it took in hours to get to the center of a tootsie pop. For the final test we had to calculate our speed in mph then find out how many days it would take to get from Indianapolis to Chicago if you only walked five hours a day. We will write a custom essay sample on Dimensional Analysis Lab or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The materials we used were a gram scale, tootsie roll, tootsie pop, snickers bar, and a meter stick. Materials 1. gram scale 2. tootsie roll 3. tootsie pop 4. snickers bar 5.

Oedipus Crime Essays - Oedipus, Jocasta, Sophocles, Laius

Oedipus Crime Oedipus, ruler of Thebes, murdered his father and married his mother. Such acts are almost always deemed unnatural and criminal; they are not tolerated within traditional society. A person who has committed these illegal acts of murder and incest would be considered a criminal, yet Sophocles's character, Oedipus, is not guilty of either crime. Prior to the birth of Oedipus, a prophecy was spoken over Laius and his wife Jocasta. They were told that their son would one day be his father's killer and would then marry his mother. In fear, King Laius and Queen Jocasta sent the baby Oedipus off with a slave to be killed. He was never killed, but rather was given to a childless king and queen which lovingly raised him. Oedipus was never factually told about his lineage. Later in his life, Oedipus was confronted by several unknown men while traveling. Upon confrontation, Oedipus killed all but one of the men in self defense. Unknowingly, Oedipus had begun to fulfill the prophecy for one of the men had been his birth father, Laius. While still traveling, Oedipus had come to the city of Thebes. There, he saved the city from the wrath of the Sphinx by solving her riddle. Seen as a savior by the citizens of Thebes, Oedipus was made king and subsequently, the husband of Jocasta. Oedipus and his wife-mother ruled together and had four children while never knowing of the true relationship between each other. As the tragedy comes to a close, the truth is revealed to Oedipus concerning his lineage and unnatural actions. Although the truth had been spoken to him about these matters previously, Oedipus had chosen not to believe and understandably so. True revelation comes to Oedipus through the same slave that had been ordered to kill him as a baby. Since Oedipus had no knowledge of his birth parents, he cannot be accused of knowingly fulfilling the prophecy. He had no understanding of Laius as his birth father upon killing him. One might say that Oedipus is then guilty of murder regardless, but if he had killed in self defense, that cannot be true. Likewise, if Oedipus had no understanding of Jocasta as his birth mother, then he cannot be guilty of incest. Neither can he be guilty of defiling Laius's marriage bed, as he did not know that Jocasta was the wife of the man he had murdered. Oedipus cannot be guilty of lying to the people of the city of Thebes since he did not know he was not speaking the truth. Unfortunately, Oedipus was the victim of destiny. The gods caused him to fall prey to fate and injustice. According to the norms of modern Criminal Justice, an individual cannot be guilty of a crime that he did not understandably commit; he cannot be guilty of a crime unless there is evidence of mens rea. A crime is defined as an act act punishable by law; a sin; a grave offense. Oedipus cannot be guilty of an act, sin or grave offense that he did not knowingly commit.

How an Administrative Job Can Be a Stepping Stone

How an Administrative Job Can Be a Stepping Stone The administrative job can be a great stepping stone to something bigger, whether you are talking about health care jobs, working in an office or in other fields. Because administrative jobs entail multiple duties and can evolve over time, this is the perfect spot to branch out and work your way toward a new career. Successful strategies can work to make a smooth transition and show you the opportunities available before you start checking classified ads for jobs.Examine Your Job DutiesTake a look at your current and past job duties and make a list of your strong points, including your experience and training. For example, suppose you want to go into the communications field. Look at your experience and talents, and list which of those would be applicable in that particular field. If you have extensive knowledge of computer programs, such as Excel and Microsoft Word, can you use this expertise to transition into the vast computer field? Customer relations, financial matters and proje ct coordination may also be a part of your job and can be transitioned into employment in a new area.Look at Your Resume With a Critical EyeThink about what would interest a hiring manager to evolve into your new career, and whether you have the necessary skills you need to move up the ladder. If not, it might be a good time to take a few courses, complete a degree or get the other necessary skills you need to make the move.Make a Plan in AdvanceBe clear about your goal and focus on one, not on several potential jobs that can raise you into a leadership position. Do you want to segway into information or computer management, administrative services, marketing or some other field? Spreading yourself too thin when job hunting can be a mistake. The key is to decide on a field and focus.Write a New ResumeOnce youve targeted the new job you want, rewrite your resume to include applicable skills and experience. Further enhance your resume when you want to put in a job application, so that it reflects both those skills and fulfills the requirements for the job.Provide Examples on Your ResumeA flat resume on the locations you have worked and job duties isnt enough and doesnt truly say how you benefited your previous company. Use examples of how you were an asset to your previous company and how this could transition into the new job. For example, an administrative services manager oversees the smooth operation of a business and directs staff but has many more duties. Use what experience you have to show that you have what it takes to slip easily into the new position.Work on Interview SkillsHaving a great resume for a job helps you get your foot in the door. However, sailing through the interview is necessary to get hired or invited back for a second interview. Practice answering common interview questions and get a family member or friend to help. Pare down the time it takes to respond to questions so your answers are succinct and to the point but cover the informati on you want to convey. Dress appropriately for your interview, and try to present yourself as relaxed and confident.Remember to Clean Out Your Social Media PagesBefore even applying for new jobs, take the time to clean out your social media pages of items you wouldnt want a hiring manager to see, such as profane language or pics of your last out-of-control party. In addition, now is the time to rework your LinkedIn page to include the skills and expertise you want to highlight. Since such a high percentage of employers check social media pages before making an offer, forgetting to update your LinkedIn account can result in the lack of a job offer.Hunting for Your New JobWhen looking for a job to move up the ladder, knowing what to do to make it easier helps. Job hunting in a practical way is also a good idea, instead of depending on job classifieds. TheJobNetwork does your job search for you by sending you email alerts when jobs become available in your chosen field. All you do is f ill out your qualifications and job interests. Sign up with TheJobNetwork to get started.

Collision of Two Monorails in Walt Disney World Resort

Collision of Two Monorails in Walt Disney World Resort Introduction At approximately 2.00 am 5th July, 2009, an accident occurred at the Walt Disney Resort. It involved a collision of two monorails that were moving on the Epcot beam, next to the Concourse station in Lake Buena Vista, Florida. The accident took place after one of the monorails (the Pink monorail) reversed via an improperly aligned-beam, in effect hitting the Purple monorail (National Transportation Safety Board 2). Although the six passengers did not sustain any injuries, the operator was seriously injured and he later died.Advertising We will write a custom term paper sample on Collision of Two Monorails in Walt Disney World Resort specifically for you for only $16.05 $11/page Learn More On the other hand, the Purple monorail only had the operator as the sole occupant. He was rushed to hospital and upon examination, was discharged (National Transportation Safety Board 2). At the time of the accident the weather was very clear. The damage as a re sult of the monorail accident was estimated to have amounted to $ 24 million. Cause of the accident The federal investigators who were commissioned to initiate a probe into the probable cause of the monorail accident reported that lack of sufficient safety protocols may have contributed to the occurrence of the two monorails in Walt Disney Resort. These investigations were conducted for almost two-and-a-half years. The National Transportation Safety Board (NTSB) released a 14-page report on the accident, in which a couple of employee errors were highlighted as the main causes of the accident (National Transportation Safety Board para. 1). This report appears to somewhat contradict with the investigations conducted by the federal government investigators, who noted faulted the lack of standard operating schedules at the Walt Disney World Resort, arguing that this could have played a significant role in establishing an unsafe environment, in effect causing the accident when the train reversed and hit the other one. How the monorail system in Disney World works There are two areas set aside to facilitate servicing of the monorails in Disney World. The first designated area is referred to as the Epcot, while the second designated area is referred to as Magic Kingdom Park. On the one hand, the Magic Kingdom Park service area is made up of two monorail beams. The two monorail beams run parallel, effectively forming a complete loop (National Transportation Safety Board 4). The Express beam is on the outside, while the Lagoon/Resort beam is on the inside. On the other hand, the Epcot service area is made up of the Epcot beam. The Epcot beam has also formed a complete loop.Advertising Looking for term paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More When the accident took place, there were a total of five monorails operating at the Walt Disney Resort and they were identified the Purple, Pin k, Red, Coral, and Silver colors (National Transportation Safety Board 6). A spur beam acts as a link between the two service areas. Switch beam 9 lies at one end of the spur-beam, while switch-beam 8 lies at the other end. If you want a monorail to move from one beam to another, all you have to do is reposition them accordingly. The closure of the Magic Kingdom Park does prevent the monorails from undertaking their duties as there is a time allowance allocated to facilitate this. By and large, the Express beam monorails may operate for about an hour once the park has closed. After 3 hours following the closing of the park, the monorails on the Resort beam can no longer work, and this have to be returned for nightly maintenance at the mechanical facility via the Express beam. When this particular accident took place, three monorails were operating on the Epcot beam. They include the Purple, Pink, and Coral monorails. Because all the passengers had already disembarked from the Pink m onorail, it was directed to the Express beam first so that it could be serviced overnight. It is important to note that the Pink monorail could have only accessed the mechanical facility via the Express beam. At approximately, 1.53 am., the central coordinator of the monorail issues instructions to the Pink monorail operator to enable him get onto the Express beam and back to the mechanical facility. However, the Pink monorail did not stop until it had moved beyond the switch-beam 9. That is when the operator communicated with the central operator and told him that switch-beam 9 had been cleared. This prompted the central coordinator to get in touch with the shop panel operator so that he could line switch-beams 8 and 9 to the spur-line with power (National Transportation Safety board, 2009). Power was then switched from the Epcot beam to facilitate the switch-beam realignment. Upon conducting further investigations, the National Transportation Safety Board concluded that the shop p anel operator may have failed to position switch-beam 9 properly, and this could have led to the collision. The board also took issues with the monorail manager who is supposed to play the role of a central coordinator in determining the position of switch-beam 9 prior to authorizing the driver of the Pink monorail to reverse. The investigations further revealed that once the operators had switched off power to the beam, there was no prompt initiation of the switch-beam realignment. The shop panel operator received a call from the operator of the Silver monorail at 1:55 Am., so that he could be guided while entering the mechanical facility. At 1:56 Am., the shop panel operator received another call from the Red monorail operator who also wished to enter the facility but he was requested to first hold at a given location (Orlando Business Journal para. 4).Advertising We will write a custom term paper sample on Collision of Two Monorails in Walt Disney World Resort specificall y for you for only $16.05 $11/page Learn More During the interrogation, the shop panel operator told the investigator that the reason why he switched on power to the Epcot beam was because according to his understanding, there was proper alignment of the switch-beam. At 1:57 Am., the Pink monorail operator was given the clearance to reverse by the central coordinator, having been informed by the shop panel operator that Switch-beams 8 and 9 are on the spur-line with power (National Transportation Safety Board 6). When the operator of the Pink monorail started to reverse, switch-beams 9 and 8 were yet to be repositioned and as a result, he ended up colliding on the Epcot beam. It is important to note that the Pink monorail was previously travelling on the Epcot beam, and the Purple monorail was also following the same beam. Verdict of the investigators The National Transportation Safety Board has also taken issue with Walt Disney over the accidents on three fronts. According to the investigations, employees from the World Resort are not obliged to observe specific operating guide. This means that monorail drivers are not obliged to shift to the back cab first before they can drive in reverse. This way, they are in a position to drive the trains in a ‘forward-facing’ position (National Transportation Safety Board 8). Moreover, the investigator noted that the management at Disney World had not implemented a rule that would ensure that the central coordinator did not leave the central tower. At the tower, there is an emergency shutdown switch and a grid that shows the alignment of all the monorail beams and as such, the central operator would have been in a position to prevent the collision had he been at the control tower when the collision occurred. Finally, there were no procedures at the resort that demanded monorail shop operators to certify that indeed the beam had already been aligned once they had activated the switch command (National Transportation Safety Board 9). Although there are video monitors at the shop that enables the shop operators to view the positions of the switch beams, nonetheless, the shop operators informed the investigators that they mainly used the monitors when they needed to determine if there was any train on the beam prior to activating the switch, as opposed to certifying if there had been a realignment of the track once the command had been entered.Advertising Looking for term paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Conclusion Investigations into the collision of two monorails at Walt Disney Resort confirmed that the accident took place due to the failure by poor operating procedures by the personnel in-charge of the monorail maintenance shop that is charged with the responsibility of controlling the switches at the track system. Also, investigations revealed that at the time of the accident, the central operator had left the central tower and as such, he could not have been able to manage the accident promptly. From the control tower, the monorail systems coordinator would have been in a better position to detect that there was an improper alignment of the track system, and this could have prevented the collision. National Transportation Safety Board.2009. Railroad Accident Brief. 2009. Web. https://www.ntsb.gov/Pages/default.aspx National Transportation Safety Board. 2011. NTSB releases final report on 2009Â  monorail collision at Walt Disney World. 2011. Web. Orlando Business Journal. 2011 . NTSB issues report on Disney monorail crash. Web.

The Case Against Tipping Essay Example | Topics and Well Written Essays - 500 words

The Case Against Tipping - Essay Example Although there are undeniably benefits and advantages of gratuity on server and patron alike, he dismisses that tipping puts the economy in an unfavorable baksheesh shape. In this point he is correct, taking into account that the government is losing an estimated $7 to $10 billion of earnings in tips that go unreported (Snyder). Moreover, there is the possibility that aside from cabs and restaurants, other sectors of the society will adapt this practice. Lewis suggests that reticence or silence on the matter may worsen the issue in the future. He concludes that standing up against the unwarranted custom may be advantageous. That the essence of gratuity has vanished in the modern times is most compelling. Now, waiters and waitresses believe that it is their right to be tipped (Shaw). Nowadays, tipping is expected even if the quality of service is not significantly worthy of an extra favor coming from the customer. Although Lewis also explicate that tipping is an aristocratic conceit, what really prompts a tip seems to be missing. It is very much logical that the workers are but rendering the service that they are already salaried to do.

Scrutinise the concept of secession, with comparative reference to at Essay

Scrutinise the concept of secession, with comparative reference to at least two countries - Essay Example (Premdas 1990:12-31) While occupying the intermediate condition as a protected autonomous entity within an extensively decentralized sovereign state, the movement tends to continue to articulate the desire for a separate an independent destiny with these two goals oscillating between moments of satisfied accommodation and periodic bursts of renewed determination for outright secession. In the end, the objective remains constant - exit completely. (Premdas 1990:12-31) Separatism may be conceived broadly as a quest for autonomous survival either within or without a state; secession strictly speaking is a variant of separatism in which the secessionists seek outright separation and independence in a sovereign state. The quest for self-determination by a community within a plural state is often caught up in upheaval. As an act of territorial and political assertion, a secessionist struggle is usually prolonged, punishing, and prohibitively costly. Furthermore, the logic of the self-determination principle in sanctioning the demand of each people for its own state, embedded doctrinally in the nature of the state as it has evolved, has been the source of territorial fragmentation accompanied with mass expulsions and genocide not merely with the claims of the Third World states after WWII but this has been the case since the French Revolution. There have been waves of self-determination drives ever since the inception of the nation-state as aunit of national and international social organization. With the fall of the multi-ethnic great empires run by the Turks, the Hapsburgs, and the Russians, the cultural fragments sought separate destinies in acts of self-determination. Practically the entire globe was under European imperial control where new states after the European model were engrafted willy nilly on ethnically diverse populations. In these territories, self-determination drives for freedom were enacted one

Human Capital, Inequality and Growth in Transition Economies Essay Example for Free

Human Capital, Inequality and Growth in Transition Economies Essay Human Capital can be defined as the accumulation of competences and knowledge in individuals gained through education and experience, not forgetting their personality attributes. All these put together enable individuals effectivley perform profitable and revenue generating economic activities. Such competent persons in a society are at times reffered to as a workforce or laborforce. Some examples of investments in humans that result in human capital are education, health and training. As Becker says, human capital investments raise the earning ability of individuals, improve health and add to an individuals’ good habits. The term inequality generally refers to disparities in access to opportunities or resources amongst individuals, groups or even countries. Some of the common causes of inequality are; gender, race, age, geographical location and even cultural practices. Inequality normally results in observable differences in levels of growth and development of individuals or from one society to another. Education is the process through which individuals are able to acquire basic skills necessary for life. It is the understanding and interpretation of knowledge that empowers individuals to develop a logical and rational mind. The rational mind is then is able to determine relationships amongts pertinent variables, thereby fostering understanding. Education involves completing curriculum based fixed time achievements, aimed at building professional capabilities. At the individual level, it develops the capabilities and potentials of the individual so as to prepare them to be successful in a specific society or culture. In this case therefore, education serves an individuals’developmental needs. When education happens at the societal level, it is thus defined as a process by which society transmits to new members the values, beliefs, knowledge and symbollic expressions that make communication possible within that society. In this sense, education serves a social and cultural function. Roland (2000) says that transition economics, also known as transformation economics refers to a state whereby economies have gradually changed over from socialism to capitalism, an example being the former socialist economies. There is a shift from standardized prices and monetary theories to institutions geared towards a higher efficiency. This transition can only thrive if there is sustained government and political support. The Soviet Union in full, is known as the Union of Soviet Socialist Republics (USSR), It was characterised by a single communist political party, a planned economy and the KGB security agency which closely monitored activities within the union. USSR was formed in December 1922 and by 1956, it was comprised of 15 countries with Moscow being the capital city. The fifteen countries included; Armenia, Azerbaijan, Belarus, Estonia, Georgia, Kazakhstan, Kyrgzstan, Latvia, Lithuania, Moldova, Russia, Tajikistan, Turkmenistan, Ukraine and Uzbekistan. Dissolution of USSR begun in 1985 and continued upto 1991, with the fifteen member states gaining their independence a few months before the Soviet Union collapsed in late 1991. Following the collapse of the Soviet Union, restructuring of the administrative functions and development of a market based system was immediately embarked on through Yeltsins’ shock program. The aim was to improve standards of living, ensure equitable resource allocation, create new production avenues, promote liberalization, and provide incentives through privatization activities. However, a free and liberalised market did not come without ny challenges. By 1992 Russia suffered a deppressed life expectancy, twenty five percent of the population lived in abject poverty, there were low birthrates, and a downward sloping Gross Domestic Product (GDP). However, due to increased investment activities, exploitatation of valuable natural resources and increased business development activites, the economy begun to make significant improvement. The aim of this paper is to explore how education as a factor of human capital and inequality influenced growth in transition economies, with respect to the former Soviet Union countries (FSU). Theoretical research Human capital with regard to education and levels of inequality both have an impact on the growth experienced in transition economies. This growth is therefore an end result of quality educational investments and equitable distribution and allocation of vital resources across a country. Such a hypothesis makes growth the dependent variable whose outcome is influenced by two independent variables namely; education and inequality. Observation of growth and development trends in transition economies and the developing world, have shown that education can have both positive and negative impacts on an economy. One of the positive impacts is that persons who possess the relevant knowledge and skills required by organizations are able to access better job opportunities as opposed to those who are poorly educated. In addition, high levels of education enable individuals to secure jobs in other countries, thus helping to alleviate the problem of unemployement in their mother country. Spagat (2002) observed that during Russia’s transition, intellectual individuals were more motivated to pursue more education opportunities and in return, became very successful in their careers. In regard to the economic transition in the former Soviet Union countries (FSU), educated parents who still held education in high esteem, were very focused on ensuring that their children acquired the same level of education as them or even higher. While on the other hand those parents who viewed education as a burden rather than an investment focused on the bare minimum, that is, basic education. The result of this attitude was that these particular families remained trapped at a basic education level and so was their access to income generating opportunities. Through education and training, individuals acquire problem solving skills and entrepreneur management skills which inturn, help them set up and operate successful ventures, in the process creating employment opportunities. In addition, as the field of education grows within a country with more universities, colleges, high schools and primary schools being constructed, more job opportunities are created in the education sector. Persons who are well educated are likely to secure better paying jobs, which inturn increases their purchasing power plus it increases the demand for goods and services available in the economy. The net effect of this, is creation of more job opportunites in the production and service sectors. These persons are able to improve their standards of living including those of their dependants. In addition, issues of health and fertility are decided upon from a knowledgeable point, (Newell and Reilly, 1999). Through education, individuals are exposed to society and they acquire important attributes and values that can help them enhance their capacity to interact and relate with other persons in society. As a result, they able to adapt and cope with the dynamics of the workplace. Last but not least, education as a contributor to human capital enhances economic growth and development in a country, since the human capital is equipped on how to exploit the countrys’natural resources profitably. Countries lacking this human capital are neither able to exploit their resources adequately, nor are they able to develop their economy at the desired pace. Barro (1998) argues that human capital enhances absorption and application of superior technologies from other countries. Young and educated persons under the guidance of the older folk are able to conduct research and development. The improved technology in a transitional economy enhances the speed and quality of production of goods and services, through improved and more cost efficient work processes. The young industries are in turn able to meet rising demands, both domestic and foreign hence increasing their revenues and taxes to the government. Munich et al (1999), argue that in a transition economy, government support and positive attitude towards investments in human capital is essential. The government has to allocate funds for example for building schools and also for enticing people to enroll in this schools. However, the maintenance of the enrollment levels is a continued process whose economic benefits are only realised over time as was seen in the Czech Republic. In support of this argument, Spagat (1995) warns that it is even though human capital takes years to accumulate, it actually takes a very short while to deteriorate, hence governments cannot afford to postpone this investment, even temporarily. The governments must ensure that education and other skills are transferred effectively from one generation to the next. Restructuring of education, needs to be done from the very beginning of the transition from socialism, in order to immediately improve educations’ quality. There is a multiplier effect that comes with better quality education. The first being an increased access to job opportunities, higher wages and consequently more tax revenue for the government. The major effect however, is that it sets the standards for future generations, both in terms of quality of education and future incomes, (Spagat, 2002). Fan et al (1999) said that the young people of Russia during the transition had little or no motivation to put effort to pursue education. This is because the education system had not been restructured to match the market-oriented system and therefore the returns were not high. World Bank (1995) accused Russia of concentrating on spewing out scientists and engineers instead of producing a mixture of professionals who would support the different sectors of Russia’s’ economy. They only increased between 1991 and 1994, but this human capital investment deteriorated again by 1996, (Brainerd (1998). In order to make ends meet, many dropped out of school and opted for jobs such as taxi drivers, street vendors and some even joined the Mafioso for a quick buck. All was not lost however, when we remember individuals like the Hungarian–American entrepreneur George Soros, who provided funds that would help these countries implement reforms for a better future. OECD (1996) advised that schools and tertiary institutions should not be the only avenues through which education is attained. OECD (1996) advised that adult learning should be encouraged in order to help the older generations access more income. In addition, pre-schooling of children below the age of formal schooling, which was a common feature of the FSU countries fostered child development and also prepared these children for formal education. In these former Soviet Union countries, the major advantage of pre-schooling their young children was in the fact that it freed the women to participate in economic activities, and it also reduced education disparities between children of the educated parents and those of the less educated parents. Micklewright (2000) wrote that investment in learning institutions ensures sustained educational gains. For example, in some of the Soviet Union countries, teachers earned wages so low that they spent their time looking for more income instead of teaching. In addition, repair and maintenance of the buildings was neglected and with lack of heating during winter, schools would be closed. The other problem was the shortage of textbooks. However, these countries tried to salvage the situation by offering meals at school between 1989 and 1996, in order to entice parents to take their children back to school. In countries such as, Yugoslavia, Armenia, Georgia, Tajikistan and Albania, the transition was characterised by serious geographical disparities caused by war, civil and ethnic strife. Facilities were destroyed, hundreds of families were displaced out of their homes and schools were closed, (World Bank, 1997b), thus slowing down the ongoing projects. Human capital is vital for growth of transition economies. Growth should be stimulated across all sectors of the economy and in each part of the country so as to rapidly raise the standards of living and reduce inequalities between urban and rural areas. Keen interest should be paid especially to rural areas, in order to eliminate the possibility of mushrooming of pockets of poverty across the country. According to Flemming and Micklewright (1999), ensuring that access to education is recognized by FSU countries as a human right as stipulated in international law, will greatly boost growth of human capital. Equal rights promote equal access to opportunities and it also reduces discrimination based on gender, race, religion or economic status. Income inequality rose in the Czech Republic and Russia and was very high between 1988 and 1996. In order to support a transition economy, Spagat (2002) suggests that a balance should be created between skilled and unskilled labour. This is because most young people either worked on a full time basis and neglected pursuit of higher education, or they pursued higher education and then begun working at a later stage. One of the negative impacts of education on a country is that by having too many educated persons, the labor market gets saturated thus resulting in a drop in the amount of wages that employers are willing to offer. In turn this acts as a demotivator of the labor force and may also result in brain drain whereby qualified personnel leave their mother country for better opportunities in other countries. The unemployed persons are normally seen resulting to social ills such as alcoholism, drug abuse and robbery amongst others. These social ills inturn dissuade local and foreign investors from putting their money in an unsafe country.